IELTS Writing Marking Criteria: Useful Guide 2022

IELTS Writing marking criteria | IELTS writing marking scheme | IELTS writing marking criteria task 1 & task 2 | IELTS writing marking Guide

Learn what IELTS professional examiners look for in your IELTS Writing test. The IELTS writing marking criteria to be met and how your IELTS band score is calculated perfectly.

The IELTS examiners must have relevant teaching and academic qualification with degrees and a few years of teaching experience to be able to become qualified IELTS experts or examiners. These qualified teachers mark your IELTS Writing test against clearly defined and clarified assessment criteria and their performance is subject to a detailed review.

The IELTS Writing test is marked and checked by 2 to 4 examiners to ensure that it has the highest level of accuracy and fairness in the marks that will be awarded. The IELTS writing assessment criteria used by examiners is the same for both the General Training tests and Academic tests.

Students’ answers in Writing Task 1 are checked against the following criteria: task achievement, coherence and cohesion, grammatical range and accuracy, and lexical resources. IELTS Writing Task 2 is checked and analyzed in much the same way. Each IELTS band score matches the performance in the band descriptors across these four criteria. To find out more about the assessment criteria used by IELTS examiners, search online for the IELTS Writing band descriptors.

Let’s start to know the IELTS writing marking criteria for both tasks …

IELTS Writing marking criteria task 1

If you want to achieve 9 bands in IELTS writing task 1 then visit this IELTS writing task 1 guide.

Band 9: IELTS Writing marking criteria task 1

Task achievement

  • Fully satisfies and fulfilled all the requirements of the task
  • Clearly presents a fully developed response with extraordinary value

Coherence and cohesion

  • Uses cohesion in such a better way & it attracts no attention and grabbing
  • Skilfully manages paragraphing and paraphrasing

Lexical resource

  • Uses a wide range of vocabulary words with extremely natural and simple control of lexical specifications – rare and minor errors occur only as ‘slips’ and ‘cuts’

Grammatical range and accuracy

  • Uses a wide range of sentence structures with 100% flexibility and accuracy; rare minor errors are allowed.

Band 8: IELTS Writing marking criteria task 1

Task achievement

  • Cover all the requirements of the task sufficiently
  • Present and illustrate the key features + bullet points clearly and in an appropriate way.

Coherence and cohesion

  • Sequence the information and ideas logically and analytically
  • Manage all aspects of cohesion in good manner
  • Use paragraphing sufficiently

Lexical resource

  • Use a wide range of vocabulary words fluently and flexibly to convey precise & understanding meanings
  • Make rare and minor errors in spellings and/or words formations

Grammatical range and accuracy

  • Uses a wide range of structures in sentences
  • The majority of sentences should be error-free
  • Makes only very occasional errors and mangeable mistakes

Band 7: IELTS Writing marking criteria task 1

Task achievement

  • Covers the all requirements and needs of the task
  • (Academic Training) presents a clear overview of main trends and points, differences or stages with agree and disagree points.
  • (General Training) presents a clear purpose of the task, with the great tone consistent and appropriate manner
  • Perfectly showcase and highlights key features/bullet points but could be more fully extended and spreaded

Coherence and cohesion

  • Logically organized information and ideas; there is clear progression throughout the task
  • Uses a wide range of cohesive devices appropriately although there may be some under-/over-use of the words and devices

Lexical resource

  • Use a enough range of vocabulary to allow some flexibility to the task
  • less common lexical items with more awareness of style
  • May make occasional errors and mistakes in word choice, spellings and/or word formations

Band 6: IELTS Writing marking criteria task 1

Task achievement

  • Addresses the requirements and needs of the task
  • (Academic) presents an overview with information appropriately selected
  • (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone
  • Presents and adequately highlights key features/ bullet points but details may be irrelevant, inappropriate or inaccurate

Coherence and cohesion

  • Arranges information and ideas coherently and there is a clear overall progression
  • Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
  • May not always use referencing clearly or appropriately

Lexical resource

  • Uses an adequate range of vocabulary for the task
  • Attempts to use less common vocabulary but with some inaccuracy

Band 5: IELTS Writing marking criteria task 1

Task achievement

  • Generally address the writing task; the format may be inappropriate or incompatible in some places 
  • (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description
  • (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
  • Presents, but inadequately covers, key features/ bullet points; there may be a tendency to focus on details

Coherence and cohesion

  • Presents information with some organization but there may be a lack of overall progression
  • Makes inadequate, inaccurate or over-use of cohesive devices
  • May be repetitive because of lack of referencing and substitution

Lexical resource

  • Uses a limited range of vocabulary, but this is minimally adequate for the task

Band 4: IELTS Writing task 1 marking criteria

Task achievement

  • The assignment is attempted to be addressed, but not all major features/bullet points are covered; The format may be incorrect 
  • (GT) because the letter’s purpose is not clearly stated. It’s possible that the tone is incorrect.
  • It’s possible to mix up main features/bullet points with detail. It’s possible that some portions are confusing, irrelevant, redundant, or wrong.

Coherence and cohesion

  • Presents facts and ideas, but they are not well-organized, and the reaction does not follow a logical path.
  • Some rudimentary cohesion devices are used, however they may be erroneous or repetitive.

Lexical resource

  • Uses only basic language that may be used repeatedly or that is inappropriate for the purpose. 
  • Has limited control over word formation and/or spelling; errors may cause the reader to become frustrated.

Band 3: IELTS writing task 1 marking criteria

Task achievement

  • Fails to address the task, which may have been misinterpreted totally.
  • Presents a limited number of ideas that are likely to be irrelevant or repetitive.

Coherence and cohesion

  • Does not logically organize concepts
  • May only utilize a small number of cohesive devices, and those that are used may or may not imply a logical relationship between ideas.

Lexical resource

  • Only uses a small number of words and idioms, and has little control over word structure and/or spelling.
  • Errors have the potential to dramatically distort the message.

Grammatical range and accuracy

  • Attempts sentence structures, but grammatical and punctuation problems predominate, distorting the message.

Band 2: IELTS Writing marking criteria task 1

Task achievement

  • The answer has only a smidgeon of relevance to the task.

Cohesion and coherence

  • Has a limited amount of control over organizational aspects.

lexical database

  • Uses a very limited vocabulary and has little control over word construction and/or spelling.

Range and accuracy of grammatical language

  • Only in memorized phrases may you utilize sentence structures.

Band 1: IELTS Writing marking criteria task 1

Task achievement

  • The answer has nothing to do with the task or unrelated
  • Cohesion and coherence
  • Completely failed to communicate any of the message

Lexical resource

  • Can only utilize a several isolated words
  • Grammatical range and accuracy
  • Cannot utilize sentence forms in any way

Band 0: IELTS writing task 1 marking criteria

Task achievement

  • Does not attend
  • Does not attempt the task in any case
  • Writes a completely memorized response

Coherence and cohesion

  • Does not attend
  • Does not attempt the task at any rate
  • Writes a totally remembered response

Lexical resource

  • Not participate
  • Does not attempt the task in any way
  • Writes a totally remembered response

Grammatical range and accuracy

  • Does not attend the task
  • Does not attempt in any way
  • Writes a totally memorized and remembered response

IELTS Writing Marking scheme task 2

Band 9: IELTS writing marking criteria for task 2

Task response

  • Fully tackle all sections of the task
  • Submit a fully developed situation in answer to the question with appropriate, fully prolonged and well supporting ideas

Coherence and cohesion

  • Uses cohesion in such a method that attracts no consideration
  • Expertly manages passaging

Lexical resource

  • Uses a broad range of vocabulary with perfectly natural and advanced control of lexical features; rare insignificant errors occur only as ‘slips’

Grammatical range and accuracy

  • Uses a broad range of structures with complete flexibility and accuracy; rare minor errors occur only as ‘slips’

Band 8- IELTS writing marking criteria for task 2

Task response

  • adequately addresses all portions of the task
  • Provide a well-developed answer to the question with relevant, expanded and supported opinions

Coherence and cohesion

  • Order information and ideas coherently
  • Supervise all aspects of togetherness well
  • Uses passaging sufficiently and suitably

Lexical resource

  • Uses a broad range of vocabulary fluently and flexibly to convey precise meanings
  • Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
  • Produces rare errors in spellings and/or word formation

Grammatical range and accuracy

  • Uses a wide range of framework of sentences
  • The most of sentences are error-free
  • Makes only very rare errors or inappropriacies

Band 7: IELTS writing marking criteria for task 2

Task response

  • Addresses all aspects of the task
  • Showcase a clear position throughout the answer
  • Presents, expand and support the main ideas, but there may be a chances to over-generalise and/or supporting ideas may lack of focus

Coherence and cohesion

  • Logically organizes the whole information and ideas that you represent; there is clear progression throughout the task
  • Uses a broad range of cohesive devices appropriately 
  • Presents a clear meaning of central topic within each and every paragraph

Lexical resource

  • Uses a sufficient and enough range of vocabulary to allow some flexibility, reliability and precision
  • With some sense of style and collocation, uses fewer frequent vocabulary elements.
  • It’s possible that you’ll make mistakes with word choice, spelling, and/or word formation on occasion.

Grammatical range and accuracy

  • Use a variety of complex sentences structures

Band 6: IELTS writing marking criteria for task 2

Task response

  • Covers all aspects of the task, albeit some may be covered more thoroughly than others.
  • Presents a compelling argument, even if the conclusions are a little hazy or repetitious.
  • Presents important main ideas, yet some of them may be underdeveloped or unclear.

Coherence and cohesion

  • Arranges facts and ideas in a logical order, with a clear overall flow.
  • Cohesion within and/or between sentences may be incorrect or mechanical, but it is used effectively.
  • It’s possible that you won’t always use references correctly or clearly.
  • Paragraphs are used, but not always logically.

Lexical resource

  • Uses a sufficient vocabulary set for the task
  • Attempts to employ less often used vocabulary, although with occasional inaccuracies.
  • Some spelling and/or word formation errors are made, but they do not obstruct communication.

Band 5

Task response

  • Only partially addresses the task; the format may be ineffective in some areas.
  • Expresses a viewpoint, although the trajectory is not always evident, and no conclusions may be reached.
  • There are some main ideas presented, but they are limited and underdeveloped; there may be irrelevant material.

Coherence and cohesion

  • Although the information is organized, there may be a lack of general progression.
  • Cohesive devices are insufficient, incorrect, or overused.
  • Because of the lack of referencing and substitution, it may be repetitive.
  • It’s possible that you won’t be able to write in paragraphs, or that your paragraphing will be inadequate.

Lexical resource

  • Uses a limited vocabulary, but it is adequate for the goal. Makes evident faults in spelling and/or word formation.
  • which may cause the reader some difficulties.

Band 4

Task response

  • Only gives a cursory response to the task or gives a tangential response; the structure may be incorrect.
  • Presents a viewpoint, yet it is unclear.
  • Presents some key ideas, but they’re hard to spot and may be redundant, irrelevant, or poorly supported.

Coherence and cohesion

  • Presents facts and ideas, but they are not well-organized, and the reaction does not follow a logical path.
  • Some rudimentary cohesion devices are used, however they may be erroneous or repetitive.
  • It is not recommended to write in paragraphs because their use can be confusing.

Lexical resource

  • Uses only basic language that may be used repeatedly or that is inappropriate for the purpose. 
  • Has limited control over word formation and/or spelling; errors may cause the reader to become frustrated.

Band 3

Task response

  • No component of the assignment is appropriately addressed.
  • Does not take a clear stance.
  • Few concepts are presented, most of which are immature or irrelevant.

Coherence and cohesion

  • Does not logically organize concepts
  • May only utilize a small number of cohesive devices, and those that are used may or may not imply a logical relationship between ideas.

Lexical resource

  • Only uses a small number of words and idioms, and has little control over word structure and/or spelling.
  • Errors have the potential to dramatically distort the message.

Grammatical range and accuracy

  • Attempts sentence structures, but grammatical and punctuation problems predominate, distorting the message.

Band 2

Task response

  • Almost doesn’t reply to the task
  • It doesn’t take a stand.
  • It is possible that one or two ideas will be presented, but there will be no development.

Coherence and cohesion

  • Has a limited amount of control over organizational aspects.

Lexical resource

  • Uses a very limited vocabulary and has little control over word construction and/or spelling.
  • Range and precision of grammatical usage
  • Only in memorized phrases may you utilize sentence structures.

Band 2

Task response

  • Almost doesn’t reply to the task
  • It doesn’t take a stand.
  • It is possible that one or two ideas will be presented, but there will be no development.

Coherence and cohesion

  • Has a limited amount of control over organizational aspects.

Lexical resource

  • Uses a very limited vocabulary and has little control over word construction and/or spelling.
  • Range and precision of grammatical usage
  • Only in memorized phrases may you utilize sentence structures.

Band 1: IELTS writing marking criteria for task 2

Task response

  • Answer is completely unrelated to the task
  • Coherence and cohesion
  • Fails to communicate any message

Lexical resource

  • Can only use a few isolated words
  • Grammatical range and accuracy
  • Cannot use sentence forms at all

Band 0: IELTS writing marking criteria for task 2

Task response

  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response

Coherence and cohesion

  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response

Lexical resource

  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response

Grammatical range and accuracy

  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response

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